新闻听力 | 负能量之人会使身边人加速衰老

负能量之人会使身边人加速衰老How Toxic People Make Us Age Faster常速 | 六级 | 570词 | 4min25s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. In which scientific journal was the new study on toxic social ties published?A. The Lancet.B. Nature.C. Journal of the American Medical Association.D. Proceedings of the National Academy of Sciences.Q2. What advanced method was used in the study to measure the volunteers’ biological age?A. Blood pressure monitoring.B. Genetic sequencing analysis.C. Hormone level testing.D. DNA methylation-based aging clocks.Q3. What percentage of the volunteers reported having at least one toxic person in their social network?A. 8.1%.B. 10%.C. 28.8%.D. 38.8%.Q4. Why might a toxic spouse have a weaker effect on aging than toxic friends or family members?A. Because people usually spend less time with their spouses than with friends.B. Because the positive aspects of marriage may reduce some negative effects.C. Because toxic friends are generally more aggressive than toxic spouses.D. Because spouses are more likely to receive professional help for their issues.Q5. What is the main message that the passage intends to convey?A. Toxic people accelerate aging and should be avoided to promote healthier aging.B. The biological aging process is determined by a person’s social network.C. Marriage can offer total protection against the negative effects of toxic people.D. Women are more likely than men to have toxic people in their social network.Part II. TRANSCRIPTHow Toxic People Make Us Age FasterHow bad are toxic people for physical health?Supportive and positive social relationships with friends and family members can have many positive effects on health and mental well-being. In contrast, toxic friends or family members that are overly hostile, permanently passive-aggressive, or purposefully difficult can become huge stressors. Chronic stress has all sorts of negative effects on both mental and physical health. For example, stress research has shown that chronic stress can accelerate ageing and increase inflammation.inflammation n. 炎症This implies an intriguing research question: Do toxic people not only worsen our mental health, but do they maybe also have a very real effect on biological age and accelerate the ageing process due to all the stress they cause?A new study on toxic social ties, accelerated aging, and inflammation(Q1) A new study, just published in the prestigious scientific journal “Proceedings of the National Academy of Sciences of the United States of America” (or in short: PNAS), was focused on finding out whether toxic people accelerate biological aging (Lee and co-workers, 2026). In the study entitled “Negative social ties as emerging risk factors for accelerated aging, inflammation, and multimorbidity”, (Q2) the research team led by scientist Byungkyu Lee from New York University used an advanced biological method called DNA methylation-based biological aging clocks. This method allowed them to determine the biological age of the volunteers in their study. Overall, data from more than 2,300 volunteers from Indiana were analyzed in the study. For each volunteer, the scientists determined their social networks and whether they had one or more “hasslers” in their social network. “Hasslers” were people who caused the person too much stress and difficulty. Moreover, saliva samples were collected from the volunteers to perform the advanced DNA methylation-based determination of their biological age. Moreover, the volunteers filled out further questionnaires on health and mental health.multimorbidity n. 多病症methylation-based adj. 基于甲基化的hassler n. 困难,麻烦saliva n. 唾液questionnaire n. 问卷;调查表Results of the study: Toxic people accelerate agingOverall, the volunteers identified 8.1 percent of the overall number of people in their social networks as toxic “hasslers.” (Q3) Overall, 28.8 percent of volunteers reported having one or more toxic people in their social networks. 10 percent of volunteers had two or more toxic people in their social network. Women were more likely than men to have at least one toxic person in their social network. Moreover, people who felt like others depended on them a lot were more likely to have toxic people in their network.The analysis showed that each toxic person led to a 1.5 percent faster ageing process. On average, the biological age of volunteers with toxic people in their social networks was 9 months higher than that of people of the same birth age without toxic friends or family members. (Q4) Interestingly, toxic family members or toxic friends had stronger effects on ageing than toxic spouses. This may be the case because the positive effects of marriage, such as reduced loneliness, may buffer some of the negative effects of toxic social contacts. Last but not least, having a toxic person in the social network also affected multiple further biological parameters beyond biological ageing, such as inflammation levels.buffer v. 减缓,减少Take-Away: Stay away from toxic peopleThe study clearly showed that toxic friends or family members have very real biological effects. They not only cause reduced mental well-being and frustration but also accelerate ageing and increase inflammation in the body. (Q5) This suggests that for healthy ageing and general well-being, reducing contact with toxic people is highly important.Part III. KEYQ1. D.【解析】细节题。题目出处为:“A new study, just published in the prestigious scientific journal ‘Proceedings of the National Academy of Sciences of the United States of America’ (or in short: PNAS).”。 该句明确指出了期刊名称,即著名的科学杂志《美国国家科学院院刊》(简称PNAS),因此,正确答案为D。Q2. D.【解析】细节题。题目出处为:“The research team used an advanced biological method called DNA methylation-based biological aging clocks. This method allowed them to determine the biological age of the volunteers.”。 意为:“研究团队使用了一种先进的生物学方法,叫做‘基于DNA甲基化的生物年龄时钟’。这种方法使他们能够确定志愿者的生物学年龄。” 因此,正确答案为D。Q3. C.【解析】细节题。题目出处为:“Overall, 28.8 percent of volunteers reported having one or more toxic people in the social network.”。 意为:“总体而言,28.8%的志愿者称其社交网络中有一个或多个‘带有负能量的’的人。” 因此,正确答案为C。Q4. B.【解析】推理题。题目出处为:“Interestingly, toxic family members or toxic friends had stronger effects on ageing than toxic spouses. This may be the case because the positive effects of marriage, such as reduced loneliness, may buffer some of the negative effects of toxic social contacts.”。 意为:“有趣的是,带有负能量的家人或朋友比负能量配偶对衰老的影响更大。这或许是因为婚姻带来的积极影响如减少孤独感等,在一定程度上缓冲了带有负能量的社交关系所带来的部分负面影响。”由此正确答案为B。Q5. A.【解析】主旨题。结合全文,文章的核心观点是远离带有负能量之人以促进健康,减缓衰老,因此,正确答案为A。 (本文图片来源于摄图网,版权归摄图网所有)

双语阅读 | 大学生能忍住一个多小时不碰手机吗?

大学生能忍住一个多小时不碰手机吗?Can College Students Stand to Ditch Their Phones for an Hour or So? 文本难度:考研Nearly every student clutches a phone in one hand as they traverse the University of Central Florida campus, even while walking in groups. Laptops and tablets are lunchtime companions, and earbuds and headphones are routine accessories. While waiting for class to start, many students sit in silence, drawn into their devices. 在中佛罗里达大学的校园里,几乎每个学生手里都紧紧攥着一部手机,哪怕是一群人结伴而行也是如此。笔记本电脑和平板成了午餐时间的标配,耳机和耳塞更是日常必备。在课前等待的间隙,许多学生也是安静坐着,全身心沉浸在自己的电子设备中。It is a familiar and exasperating scene for Seán Killingsworth, 22, a former U. C. F. Student. “What is this life I’m signing up for?” he asked himself during his sophomore year. “It was just like, I’m talking to a bunch of zombies.” 对于22岁、曾在中佛罗里达大学上过学的肖恩·基林斯沃思(Seán Killingsworth)来说,这是一幕既熟悉又令人无奈的场景。“我来读大学就是为了过这种生活吗?”他在大二时曾这样问自己,“感觉我就像在跟一群行尸走肉说话。”Mr. Killingsworth craved a space where he could chat with his peers without feeling as though he was intruding. When he was in high school, he ran into similar conundrums, so he would organize phone-free hangouts with friends. Why not in college too? 基林斯沃思渴望能有这样一个空间,能让他可以和同龄人畅聊,而不会觉得自己在打扰别人。上高中时,他也遇到过类似的难题,所以他会组织朋友们一起进行“无手机聚会”。既然如此,为什么上了大学就不能这么做呢?In 2023, he helped bring the idea of no-phone social time to two different Florida campuses – U. C. F. And Rollins College. He called it the Reconnect Movement: During meetings, everyone was required to hand over their phone and socialize without devices, a concept that has become a big draw for like-minded students. 2023年,他将“无手机社交时间”的理念带到了佛罗里达州的两所高校——中佛罗里达大学和罗林斯学院。他称之为“重连运动(Reconnect Movement)”:在聚会期间,每个人都必须上交手机,在没有电子设备干扰的情况下进行交流。这一理念对许多志同道合的学生产生了巨大吸引力。Reconnect’s popularity dovetails with a cultural shift in how smartphones and social media are perceived by adults and adolescents alike. Experts have sounded the alarm about the potential mental health dangers of digital media, even though it’s hard to prove a causal connection between this technology and the rising rates of loneliness, anxiety and depression in young people. “重连运动”的流行,恰与成年人和青少年对智能手机及社交媒体的看法发生文化性转变的现象相呼应。尽管目前很难证明数字媒体与年轻人中日益加剧的孤独、焦虑和抑郁发生率之间存在直接的因果关系,专家们还是就其可能带来的心理健康隐患敲响了警钟。Campaigns to reduce or delay smartphone use like “Wait Until 8th” and books like Jonathan Haidt’s best-selling “The Anxious Generation” have struck a deep chord, particularly with parents. 诸如“等到八年级再用手机(Wait Until 8th)”这类旨在减少或推迟使用智能手机的倡议,以及乔纳森·海特(Jonathan Haidt)的畅销书《焦虑的一代》(The Anxious Generation)等书籍,都深深触动了公众,尤其是家长群体。Student-led movements have often encouraged phone abstinence, but Mr. Killingsworth’s Reconnect Movement doesn’t push students to change their relationship with technology. Instead, it aims to create what he called “human connection habitats” that eliminate the need for willpower. 以往由学生发起的运动往往鼓励大家戒掉手机,但基林斯沃思的“重连运动”并没有强迫学生去改变自身与科技的关系。相反,它的目标是打造他所说的“人类联结栖息地”,让人们不再需要依靠意志力来抵抗手机的诱惑。The idea isn’t particularly novel, Mr. Killingsworth said, but novel isn’t what his generation needs. “Gen Z needs a normal that we’ve never experienced,” he said. 基林斯沃思表示,这个想法其实并不新奇,但他这一代人需要的本就不是新奇,“Z世代需要的是一种我们从未体验过的‘正常生活’。”On a recent sticky afternoon nearly 40 students gathered at the U. C. F. Campus arboretum for the first Reconnect meeting of the fall semester. After surrendering their devices to a “phone valet,” they sat cross-legged on patchwork blankets and prepared to spend one hour without screens. 最近,在一个闷热潮湿的下午,近40名学生聚集在中佛罗里达大学校园的树木园,举行秋季学期的第一次“重连”聚会。在将设备交给“手机代管员”后,他们盘腿坐在拼布毯子上,准备共同度过一个小时没有电子屏幕的时光。As a CD player belted out reggae music from the band Stick Figure, many of the students began to make eye contact and small talk. You would be forgiven for thinking you had been transported back 20 years. 当CD机播放起 Stick Figure 乐队的雷鬼音乐,许多学生开始看向彼此并闲聊起来。这一幕,难免让人恍惚,以为自己穿越回了二十年前。【词汇】1. traverse v. 横穿;走过2. exasperating adj.使人沮丧的3. sophomore n. (高中或大学的)二年级学生4. zombie n. 僵尸;行尸走肉般的人5. conundrum n. 难题6. dovetail v. 完美契合7. causal adj.有因果关系的8. abstinence n.戒除9. Gen Z n. Z世代(通常指1997-2012年间出生的人)10. arboretum n. 植物园;树木园11. valet n. 男仆从,文中特指帮忙保管手机的人12. reggae n. 雷鬼音乐(本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 社交媒体为何让人欲罢不能?

社交媒体为何让人欲罢不能?What Science Can Teach Us About the Pull of Social Media常速 | 六级偏难 | 505词 | 3min18s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. What does the author say about the DSM-5 and social media addiction?A. It has classified SMA as a distinct mental disorder.B. It does not recognize SMA as a distinct mental disorder.C. It suggests that SMA should be treated with medication.D. It proves that SMA is a form of behavioral addiction.Q2. According to the passage, which personality trait may be a risk factor for compulsive social media behavior? A. Extroversion.B. Agreeableness.C. Neuroticism.D. Conscientiousness.Q3. What can be inferred from the passage about the future of social media addiction research?A. It may lead to legal regulations similar to those for gambling.B. It has already provided clear answers to all related questions.C. It proves that personality is the only cause of social media addiction.D. It shows that social media addiction is less serious than drug addiction.Q4. What question does the author raise regarding children and social media?A. Whether children should be banned from using social media.B. Whether social media should be legislated like tobacco and alcohol.C. Whether children should be guided on what to view on social media.D. Whether social media platforms should be redesigned for children.Q5. What is the main purpose of the passage?A. To argue that social media should be banned for users.B. To describe a court case about social media addiction.C. To prove that social media addiction is a mental disorder.D. To explore the pull of social media and related concerns.Part II. TRANSCRIPTWhat Science Can Teach Us About the Pull of Social MediaYou have probably heard of the social-media addiction trial that recently took place in Los Angeles. A young woman took Meta and YouTube to court, accusing them of making her addicted to social media — and she won.This was an interesting court case, and one that raises many questions — questions that there are currently no clear answers to, but that people ought to think about, especially as they are likely to pop up in many upcoming debates.Social media is extensively used.As many as one in every three people use social media, and in the USA, people are reportedly spending around 6 hours a day on it. In 2025, Facebook was the most popular social media platform with over 3 billion users, closely followed by WhatsApp and Instagram, which both had about 3 billion users. Approximately 60% of the global population use some kind of social media, if not multiple platforms. With such extensive use, it is not strange that social media addiction (SMA) has become a focal point for many researchers.focal adj. 中心的;重要的Is social media addictive? (Q1) It is worth noting that the DSM-5 (the diagnostic tool for psychologists) does not recognize SMA as a distinct mental disorder; it is often discussed as a condition that requires more research. Thus, the conversations around SMA are not necessarily straightforward.DSM-5 《精神障碍诊断与统计手册》第五版diagnostic adj. 诊断的;用于判断的Within the research literature, SMA has been described as a specific form of digital technology addiction. It refers to the excessive and compulsive use of social media platforms, which can lead to detrimental life consequences. SMA shares components with behavioral disorders like gambling, including salience, mood modification, tolerance, withdrawal, conflict, and relapse.compulsive adj. 强迫性的;难以自控的salience n. 显著性relapse n. 复发;重新陷入(不良状态)(Q2) In a study reviewing over 30,000 participants’ scores on media addiction and personality, it was found that neuroticism can be a risk factor for compulsive social media behavior. Even though the relationship was not very strong, it perhaps indicates that some people may be more likely to become addicted. There are other personality characteristics associated with increased likelihood of compulsion, such as narcissism, Machiavellianism, and psychopathy. But it needs to be mentioned that there may be external factors that contribute to the link between excessive social media use and personality. It is even possible that SMA may vary depending on the platform that individuals use.compulsion n. 强迫(行为);难以抗拒的冲动narcissism n. 自恋;自我中心Machiavellianism n. 权谋主义psychopathy n. 精神病态Should social media be legislated?To what extent social media ought to be controlled by law is a difficult question to address. Just as with debates around tobacco, alcohol, and gambling, there are bound to be varied opinions. (Q3) As more researchers appear to agree that SMA may be a genuine addictive disorder, then presumably, as with other substances, it should be managed to reduce potential risks. (Q4) The cognitive complexity involved in deciding what to view online is also one that should be carefully debated when it comes to children. In most societies, children are guided as to what they can watch in the cinema or on television. It is difficult to see why social media ought to be any different.Part III. KEYQ1. B.【解析】细节题。题目出处为:“It is worth noting that the DSM-5 (the diagnostic tool for psychologists) does not recognize SMA as a distinct mental disorder; it is often discussed as a condition that requires more research.”。意为:“值得注意的是,《精神障碍诊断与统计手册》第五版(心理学家使用的诊断工具)并不未将社交媒体成瘾视为一种独立的精神障碍;它通常被视为一种需要进一步研究的状况来讨论。”因此,正确答案为B。Q2. C.【解析】细节题。题目出处为:“In a study reviewing over 30,000 participants’ scores on media addiction and personality, it was found that neuroticism can be a risk factor for compulsive social media behavior.” 意为:“一项针对3万余名参与者在媒体成瘾和人格特质方面评分的研究发现,神经质可能是强迫性社交媒体使用行为的一个风险因素。” 该句明确指出神经质是风险因素之一,因此,正确答案为C。Q3. A.【解析】推理题。题目出处为:“As more researchers appear to agree that SMA may be a genuine addictive disorder, then presumably, as with other substances, it should be managed to reduce potential risks.”。意为:“随着越来越多的研究者似乎认同社交媒体成瘾可能是一种真实存在的成瘾性障碍,那么可以推断,就像对待其他成瘾物质一样,也应对其进行管控,以减少潜在风险。”由此可以推断,正确答案为A。Q4. C.【解析】细节题。题目出处为:“The cognitive complexity involved in deciding what to view online is also one that should be carefully debated when it comes to children. In most societies, children are guided as to what they can watch in the cinema or on television. It is difficult to see why social media ought to be any different.” 意为:“在涉及儿童时,对于在线内容选择所涉及的认知复杂性,也应进行审慎的讨论。在大多数社会中,儿童观看影院或电视节目的内容都会受到引导和限制,而社交媒体在这方面显然不应例外。” 该段表明作者认为儿童在社交媒体上的浏览内容也应受到引导,因此正确答案为C。Q5. D.【解析】主旨题。全文围绕社交媒体的吸引力、是否成瘾、以及应如何应对展开探讨,因此主要探讨社交媒体的吸引力及其引发的担忧,正确答案为D。 (本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 负能量之人会使身边人加速衰老

负能量之人会使身边人加速衰老How Toxic People Make Us Age Faster常速 | 六级 | 570词 | 4min25s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. In which scientific journal was the new study on toxic social ties published?A. The Lancet.B. Nature.C. Journal of the American Medical Association.D. Proceedings of the National Academy of Sciences.Q2. What advanced method was used in the study to measure the volunteers’ biological age?A. Blood pressure monitoring.B. Genetic sequencing analysis.C. Hormone level testing.D. DNA methylation-based aging clocks.Q3. What percentage of the volunteers reported having at least one toxic person in their social network?A. 8.1%.B. 10%.C. 28.8%.D. 38.8%.Q4. Why might a toxic spouse have a weaker effect on aging than toxic friends or family members?A. Because people usually spend less time with their spouses than with friends.B. Because the positive aspects of marriage may reduce some negative effects.C. Because toxic friends are generally more aggressive than toxic spouses.D. Because spouses are more likely to receive professional help for their issues.Q5. What is the main message that the passage intends to convey?A. Toxic people accelerate aging and should be avoided to promote healthier aging.B. The biological aging process is determined by a person’s social network.C. Marriage can offer total protection against the negative effects of toxic people.D. Women are more likely than men to have toxic people in their social network.Part II. TRANSCRIPTHow Toxic People Make Us Age FasterHow bad are toxic people for physical health?Supportive and positive social relationships with friends and family members can have many positive effects on health and mental well-being. In contrast, toxic friends or family members that are overly hostile, permanently passive-aggressive, or purposefully difficult can become huge stressors. Chronic stress has all sorts of negative effects on both mental and physical health. For example, stress research has shown that chronic stress can accelerate ageing and increase inflammation.inflammation n. 炎症This implies an intriguing research question: Do toxic people not only worsen our mental health, but do they maybe also have a very real effect on biological age and accelerate the ageing process due to all the stress they cause?A new study on toxic social ties, accelerated aging, and inflammation(Q1) A new study, just published in the prestigious scientific journal “Proceedings of the National Academy of Sciences of the United States of America” (or in short: PNAS), was focused on finding out whether toxic people accelerate biological aging (Lee and co-workers, 2026). In the study entitled “Negative social ties as emerging risk factors for accelerated aging, inflammation, and multimorbidity”, (Q2) the research team led by scientist Byungkyu Lee from New York University used an advanced biological method called DNA methylation-based biological aging clocks. This method allowed them to determine the biological age of the volunteers in their study. Overall, data from more than 2,300 volunteers from Indiana were analyzed in the study. For each volunteer, the scientists determined their social networks and whether they had one or more “hasslers” in their social network. “Hasslers” were people who caused the person too much stress and difficulty. Moreover, saliva samples were collected from the volunteers to perform the advanced DNA methylation-based determination of their biological age. Moreover, the volunteers filled out further questionnaires on health and mental health.multimorbidity n. 多病症methylation-based adj. 基于甲基化的hassler n. 困难,麻烦saliva n. 唾液questionnaire n. 问卷;调查表Results of the study: Toxic people accelerate agingOverall, the volunteers identified 8.1 percent of the overall number of people in their social networks as toxic “hasslers.” (Q3) Overall, 28.8 percent of volunteers reported having one or more toxic people in their social networks. 10 percent of volunteers had two or more toxic people in their social network. Women were more likely than men to have at least one toxic person in their social network. Moreover, people who felt like others depended on them a lot were more likely to have toxic people in their network.The analysis showed that each toxic person led to a 1.5 percent faster ageing process. On average, the biological age of volunteers with toxic people in their social networks was 9 months higher than that of people of the same birth age without toxic friends or family members. (Q4) Interestingly, toxic family members or toxic friends had stronger effects on ageing than toxic spouses. This may be the case because the positive effects of marriage, such as reduced loneliness, may buffer some of the negative effects of toxic social contacts. Last but not least, having a toxic person in the social network also affected multiple further biological parameters beyond biological ageing, such as inflammation levels.buffer v. 减缓,减少Take-Away: Stay away from toxic peopleThe study clearly showed that toxic friends or family members have very real biological effects. They not only cause reduced mental well-being and frustration but also accelerate ageing and increase inflammation in the body. (Q5) This suggests that for healthy ageing and general well-being, reducing contact with toxic people is highly important.Part III. KEYQ1. D.【解析】细节题。题目出处为:“A new study, just published in the prestigious scientific journal ‘Proceedings of the National Academy of Sciences of the United States of America’ (or in short: PNAS).”。 该句明确指出了期刊名称,即著名的科学杂志《美国国家科学院院刊》(简称PNAS),因此,正确答案为D。Q2. D.【解析】细节题。题目出处为:“The research team used an advanced biological method called DNA methylation-based biological aging clocks. This method allowed them to determine the biological age of the volunteers.”。 意为:“研究团队使用了一种先进的生物学方法,叫做‘基于DNA甲基化的生物年龄时钟’。这种方法使他们能够确定志愿者的生物学年龄。” 因此,正确答案为D。Q3. C.【解析】细节题。题目出处为:“Overall, 28.8 percent of volunteers reported having one or more toxic people in the social network.”。 意为:“总体而言,28.8%的志愿者称其社交网络中有一个或多个‘带有负能量的’的人。” 因此,正确答案为C。Q4. B.【解析】推理题。题目出处为:“Interestingly, toxic family members or toxic friends had stronger effects on ageing than toxic spouses. This may be the case because the positive effects of marriage, such as reduced loneliness, may buffer some of the negative effects of toxic social contacts.”。 意为:“有趣的是,带有负能量的家人或朋友比负能量配偶对衰老的影响更大。这或许是因为婚姻带来的积极影响如减少孤独感等,在一定程度上缓冲了带有负能量的社交关系所带来的部分负面影响。”由此正确答案为B。Q5. A.【解析】主旨题。结合全文,文章的核心观点是远离带有负能量之人以促进健康,减缓衰老,因此,正确答案为A。 (本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 朋友为何有时不可靠

朋友为何有时不可靠Why friends are sometimes unreliable 常速 | 五级(难)| 336词 | 2min8s刘立军供稿Part I. QUESTIONSListen to the news and choose the best answer to each question you hear.Q1. According to the text, what is one personality trait linked to being unreliable? A. Being overly organized. B. Being less conscientious. C. Being more extroverted. D. Being highly agreeable. Q2. What is one reason technology makes it easier for people to cancel plans? A. It eliminates the need for real-life interaction. B. It provides instant gratification through social media. C. It allows people to cancel plans with minimal effort. D. It encourages people to confront their friends directly. Q3. What does the 2017 study suggest about American millennials? A. They are more likely to withdraw from social commitments. B. They prefer face-to-face communication over text messages. C. They are less likely to use social media for cancellations. D. They value real-life interactions more than older generations. Q4. What can be inferred about older generations compared to millennials regarding social commitments? A. They are more likely to use technology to cancel plans. B. They are less likely to withdraw from social arrangements. C. They are equally comfortable with last-minute cancellations. D. They are more likely to overbook themselves socially. Q5. What is the main purpose of the text? A. To explore why people are reluctant to confront their friends. B. To analyze the reasons behind people being unreliable. C. To suggest ways to improve time management skills. D. To compare social habits across different generations. Part II. TRANSCRIPTWhy friends are sometimes unreliable Do you have a friend who happily agrees to your plans, only to disappear when the time eventually comes? Maybe they flake on you and cancel last minute, or just don’t tell you and then ghost you completely. Or just maybe, it’s you that sometimes lets people down. What lies behind this reluctance to keep to engagements?flake v. 爽约,失信 reluctance n. 不情愿,勉强 It could be our personality traits. (Q1) According to psychology professor Richard Koestner, less conscientious or agreeable people tend to have less concern for others and are more likely to overbook themselves socially. While this can be due to bad time management, it can also be because people are afraid of confrontation and saying no to their friends, so end up agreeing to things that they don’t really want to do.trait n. 特性,特点 Technology could be another factor behind people’s willingness to back out of social commitments. Firstly, (Q2) being able to cancel plans with a simple text message or pressing a ‘not attending’ button on an invitation, rather than doing it face-to-face or through an awkward phone call, is a much more frictionless way to say you have changed your mind. On top of this, people have become used to the instant gratification offered by social media and streaming platforms. Does this make real-life interaction seem mundane and arduous by comparison? Could it be generational? (Q3) A 2017 study found that 45% of American millennials saw nothing wrong with withdrawing from social arrangements. (Q4) Older generations were less likely to pull out of events that they had been invited to.mundane adj. 平凡的,乏味的 arduous adj. 艰难的,费力的 Whatever lies behind it, psychologists have advice for us. Kurt Gray from the University of North Carolina recommends a simple phone call to reinforce human connection. Andrea Bonior from Georgetown University tells us to gently let our friends know that being let down disrupts us and makes us feel less valued. Caution is important though. Life coach Kira Asatryan reminds us that sometime people withdraw, not out of disrespect, but because they themselves feel anxious, stressed or sad.disrespect n. 不尊重,轻视 Part III. KEYQ1. B.【解析】细节题。根据“According to psychology professor Richard Koestner, less conscientious or agreeable people tend to have less concern for others and are more likely to overbook themselves socially.”,可知缺乏责任心或不太随和的人往往不太关心他人,更可能在社交上安排过度,更容易失信。正确答案为B。 Q2. C.【解析】细节题。根据“Being able to cancel plans with a simple text message or pressing a ‘not attending’ button on an invitation, rather than doing it face-to-face or through an awkward phone call, is a much more frictionless way to say you have changed your mind.”,可知科技发展使得通过简单的短信或点击按钮就能取消计划,无需当面沟通或通过尴尬的电话,也就是说花费极少精力就能取消计划。正确答案为C。 Q3. A.【解析】细节题。根据“A 2017 study found that 45% of American millennials saw nothing wrong with withdrawing from social arrangements.”,可知2017年的研究发现,45%的美国千禧一代认为退出社交安排并无不妥,说明他们更容易反悔爽约。正确答案为A。 Q4. B.【解析】推理题。根据“Older generations were less likely to pull out of events that they had been invited to.”,可知老一辈人不太可能退出他们被邀请的活动,从中可以推断,老一辈人相比千禧一代更少取消已定的社交活动,因此正确答案为B。 Q5. B.【解析】主旨题。根据全文,文章主要讨论了人们有时不可靠的原因,包括性格特质、科技和代际差异的影响,因此正确答案为B。 (本文图片来源于摄图网,版权归摄图网所有)

新闻听力 | 教育网红猝然离世,他曾为千万学子规划“成功路径”

教育网红猝然离世,他曾为千万学子规划“成功路径”The Sudden Death of a Man Who Told Chinese Kids How to Succeed常速 | 六级 偏难 | 596词 | 3min27s刘立军供稿Part I. QUESTIONSListen to the passage and choose the best answer to each question you hear.Q1. What was Zhang Xuefeng known for as China’s most famous education influencer?A. Teaching students how to improve their physical health.B. Giving direct and harsh advice on how to achieve success.C. Encouraging students to pursue their idealistic dreams.D. Writing best-selling books about liberal arts education.Q2. According to the passage, how did Zhang Xuefeng view the liberal arts and finance?A. Liberal arts are good for high-paying jobs, and finance requires luck.B. Liberal arts only suit rich students, and finance is a safe choice.C. Liberal arts mainly lead to service jobs, and finance needs connections.D. Liberal arts offer many opportunities, and finance is easy to enter.Q3. What questions did people on social media ask after Zhang Xuefeng’s sudden death?A. Whether his advice helped young people or discouraged their idealism.B. Whether he regretted being too harsh in his public comments.C. Whether his family would continue his consulting company.D. Whether the government would regulate education influencers.Q4. What can be inferred about Zhang Xuefeng’s attitude towards career choices for students from ordinary families?A. He believed they should pursue their dreams regardless of money.B. He thought they should choose practical majors to support living.C. He suggested they should avoid going to any university at all.D. He argued that only wealthy families have the right to choose.Q5. What is the main idea of the passage?A. Zhang believed students should study journalism despite poor job prospects.B. Zhang was the most popular influencer who helped wealthy students.C. Zhang’s videos and livestreams were banned by the government.D. Zhang’s sudden death made people rethink his advice and work culture.Part II. TRANSCRIPTThe Sudden Death of a Man Who Told Chinese Kids How to SucceedAny Chinese parent or student fixated on education — so, basically, most Chinese parents and students — knew the name Zhang Xuefeng. (Q1) As China’s most famous education influencer, Mr. Zhang was known for dispensing ruthlessly blunt advice about how to maximize a student’s chances at success.fixate v. 专注于;对……过分执著(Q2) The liberal arts? Only good for service jobs, he declared. Finance? Don’t bother unless your family has connections. Fast-talking and sharp-tongued, to his detractors, he was cynical and utilitarian. But to his tens of millions of fans, he embodied a rare willingness to acknowledge the harsh realities facing less privileged students, especially in the face of steep inequality and a slowing economy.detractor n. 贬低者;诋毁者utilitarian adj. 功利的;实用主义的So when Mr. Zhang suddenly died on Tuesday at age 41, of cardiac arrest, it prompted an outpouring — not only of shock, but also of reflection.cardiac adj. 心脏的;心脏病的outpouring n. (情感的)涌出,迸发(Q3) On social media, people asked: Had he steered young Chinese to better lives or discouraged their idealism? (5) What did his abrupt death, after he had long complained of being exhausted and overworked, say about China’s hypercompetitive work culture? And if life was so unpredictable, did planning so carefully for success that seemed increasingly out of reach even matter?hypercompetitive adj. 高度竞争的;竞争异常激烈的“Zhang Xuefeng’s lesson to lost young people: Enjoy your life,” was one of the top hashtags on Chinese social media on Wednesday, where news of Mr. Zhang’s death dominated discussion. “Excessive self-discipline” was another, a response to state media reports that Mr. Zhang had collapsed after going for a run in Suzhou, the city in eastern China where he lived.Another popular education influencer, Zhu Wei, posted a long tribute online, praising Mr. Zhang’s vigor and sincerity. Mr. Zhu urged his own students to slow down in their pursuit of test scores and jobs.“But I also know, what’s the cruelest thing about the age of internet traffic? It’s that nothing lasts even a month before it’s forgotten,” Mr. Zhu wrote. “Everyone will soon go back to their usual state, endlessly striving and slogging, never able to stop.”slog v. 埋头苦干;坚持不懈地努力Mr. Zhang was born in a small town in northern China. His real name was Zhang Zibiao, though he later adopted the name Xuefeng. He tested into a middling university, where he studied water supply and drainage, for which he had little enthusiasm, according to interviews he gave. After graduation, he turned to tutoring and college counseling.He shot to fame in 2016, for a video in which he — in what would become his signature rapid-fire, snark-infused patter — summarized China’s top 34 universities in seven minutes. He started a consulting company where he helped students choose majors, internships, and careers based on cold-eyed considerations of their test scores, family backgrounds, and whether they prioritized money or stability. His livestreams attracted hundreds of thousands of views, and his courses could cost thousands of dollars.patter n. 顺口溜;(饶舌的)念叨internship n. 实习;实习期His celebrity came as much from his advice as his willingness to provoke. A comment in 2023 that parents should knock their children unconscious rather than let them study journalism, because of the weak job prospects, set off days of online debate. Critics said he misunderstood the point of education or was suggesting that poorer students shouldn’t follow their dreams.“I come from an ordinary family,” Mr. Zhang wrote in response. (Q4) “If you come from a wealthy family, you have more choices, you can’t choose wrongly. But most families aren’t that well-off, and when choosing a major, you have to choose one that’s suitable and will put food on the table.”Part III. KEYQ1. B.【解析】细节题。题目出处为:“As China’s most famous education influencer, Mr. Zhang was known for dispensing ruthlessly blunt advice about how to maximize a student’s chances at success.”。意为:“作为中国最著名的教育类网红,张雪峰以提供直截了当的建议而闻名,这些建议聚焦于如何最大限度地提升学生未来成功的几率。”因此正确答案为B。Q2. C.【解析】细节题。题目出处为:“The liberal arts? Only good for service jobs, he declared. Finance? Don’t bother unless your family has connections.”。意为:“人文学科?他宣称只适合服务业。金融?除非家里有关系,否则别费劲了。”该句明确指出张雪峰认为人文学科主要通向服务类工作,而金融行业需要家庭人脉,因此正确答案为C。Q3. A.【解析】细节题。题目出处为:“On social media, people asked: Had he steered young Chinese to better lives or discouraged their idealism?”。 意为:“在社交媒体上,人们纷纷发问:他究竟是引导了中国年轻人走向更好的生活,还是打击了他们的理想主义?”因此正确答案为A。Q4. B.【解析】推理题。题目出处为:“If you come from a wealthy family, you have more choices, you can’t choose wrongly. But most families aren’t that well-off, and when choosing a major, you have to choose one that’s suitable and will put food on the table.”。意为:“如果你来自富裕家庭,你有更多选择,你不会选错。但大多数家庭并不那么富裕,在选择专业时,你必须选择一个合适的、能养家糊口的专业。”该句明确指出张雪峰认为普通家庭的学生应该选择实际且能维持生计的专业,因此正确答案为B。Q5. D.【解析】主旨题。文章的核心内容是张雪峰的突然离世引发了人们对其各种教育建议以及中国高度竞争性的工作文化的反思,因此正确答案为D。(本文图片来源于摄图网,版权归摄图网所有)

第12届教学大赛英语专业组特等奖胡笑然授课

授课点评:胡笑然老师以充分的课前准备、认真的育人态度、专业的学科素养、科学的教学方法,在限定的20分钟时间内出色地完成了所指定的授课任务,为全国高校英语专业师生呈现了一堂值得学习和反思的短课。在整个授课过程中,胡老师精神饱满,着装端庄,形象甜美,教态自然,认真专注,热情友好,充满活力,展现了良好的个人魅力,体现了青年教师的时代风貌。胡老师具有扎实的英语基本功、娴熟的课堂掌控能力和应变能力、流畅的语言表达能力;综述简洁明了,呈现单元设计、教学目标、相关活动和拟用时间;授课有明确的目标,以学生为中心,围绕单元主题和语篇意义,突出重点,聚焦难点,讲解和引导规范适切。胡老师有自己的教学理念,能运用一定的教学理论,遵循“题材—功能—活动”的教学原则,重视语言感知和信息获取,围绕单元主题展开教学,各教学步骤衔接自然。能注重培养学生的观察力、想象力和分析能力,积极帮助学生通过语篇学习,了解重要概念以及语篇作者的观念和意图,努力激发学生对语篇主题的学习兴趣,师生之间有积极的互动和良好的交流。能充分利用和发挥电子课件的辅助教学功能, PPT和嵌入视频有良好的功能性和实用性,形式与内容相吻合,体现了课件形式与课文内容、教学手段与教学目的有机关联和主从关系,发挥了现代化教学资源及手段的教学辅助作用,增强了学生对单元主题和语言表述的理解。从整体上看,胡老师的授课比较成功。授课目的明确,授课重点突出,内容讲解清晰,活动安排合理,起承转合自然,师生互动自然,课件使用得当,教学效果较好。当然,她所展示的这堂英语短课仍存在以下待改进之处:授课停留在主题词语的概念解读层面,对主题意义的挖掘不够深入;教师个人主导成分太强,讲解和提问过多,学生活动不足,活动形式比较单一;时间把握不够合理,没有时间结尾,匆忙收课,无法安排课后作业和课外活动;授课时间用于教学,缺乏对教学成效的必要评价活动,难以确定单元教学目标的达成。建议胡老师在今后的教学研究和实践中,更加重视单元设计的完整性和课堂教学的有效性,关注输入与输出、课内与课外、语篇意义与语言形式的协调,注重教学手段、过程、效果的统一,促进学生在语言知识、语用技能、心智、情感、态度等方面的综合发展和提高。点评专家:梅德明

第12届教学大赛商务英语组特等奖潘紫萌授课

授课点评:潘紫萌老师在本次大赛中与来自全国各地的商务英语优秀教师展开激烈角逐,在教学理念、教学方法、课堂设计、英语素质、商务知识、教姿教态、师生互动等方面的表现都较突出,最后以总分第一荣获特等奖。潘老师以准确的英语发音先声夺人,丰富的表达方式、适中的语调语速和端庄的教姿教态也令人印象深刻。在课程设计环节,为实现其教学目标,她选择business ethics作为主题,介绍了教学目标、学生特征、以学生为中心和以产出为导向的教学理念,以及线上线下结合、传统和高科技媒体结合等丰富多彩的教学方式。这份介绍全面立体但简明扼要,为后面的演示(demo)课提供了一个很好的支撑。由于大赛的授课时间有限,潘老师突出重点,在演示课上只展示教学方案的第三步,即participatory learning 1 和 post assessment 1。她采用BOPPPS(bridge in, objectives, pre-assessment, participatory learning, post assessment, summary)模型,通过德国大众汽车减排作假、中国支付宝公益植树项目等案例,教学目标涵盖商务英语知识、技能、以及相关的伦理和价值观等。在短短的十几分钟里要达到这么多项教学目标绝非易事。潘老师通过一系列的短视频、多种教学方法(如听力填空、案例讨论、汉译英、样本对话补正等)以及活泼的师生互动,较好地实现了教学目标,显示出选手突出的课堂组织能力。商务英语教学起源于英美等国,因此基本使用本国素材、讲本国故事。传入中国后,主要使用外国素材、讲外国故事。令人欣喜的是,潘老师注意突出中国特色,多次引用中国案例,讲授中国故事,传播中国价值观。加上她出色的英语基本功和良好的师生互动,使得教学过程十分流畅,也没有不同文化同场展示的违和感。总而言之,潘紫萌老师在授课环节的各方面表现都很优秀。不足之处当然也有。首先, 8’13’’开始的讨论过于仓促,只有18秒, 8’31’’就结束了。由于讨论不充分,在随后的问答环节中,更多的回答似乎来自老师而不是学生。第二个是要增加教学过程的自然自发 (spontaneity)。不知是因为课前多次排练还是老师特意要求,学生的产出只有一次对话(17’40’’)相对自然,其他的多次回答虽准确无误,但都像中国小学生朗读课文或回答问题,语音、语调、语速都过于整齐合一,这不利于培养学生的英语实际表达能力。点评专家:陈准民

教育培训更多

2026年暑期全国高校外语骨干教师赴香港大学研修项目

项目简介Evidence-based approach to teaching English as a foreign language in higher education in the AI Era is a three-day intensive summer course designed for university teachers specialising in English language teaching as a common core course.This course explores the transformative impact of generative AI and emerging technologies on language education in higher education. Through a series of workshops, interactive sessions, and collaborative activities, participants will gain practical insights into the issues and challenges for language education, integrating AI tools into teaching practices, advancing scholarship of teaching and learning, and fostering student engagement and motivation in the context of rapidly evolving technological landscapes.This course will provide an opportunity for participants to engage with innovative practices, meet with HKU colleagues from similar fields, and collaborate with peers to design pedagogical studies to support their evidence-based approach to language education.项目目标Upon completing the course, the participants will be able to:1.Evaluate the challenges and needs for language education to meet the evolving needs of higher education.2.Utilise AI and digital tools to enhance teaching practices in language education and critically evaluate their ethical and practical implications.3.Implement scholarship of teaching and learning (SoTL) projects to improve teaching effectiveness and student learning outcomes in language education.4.Develop a teaching-research nexus for better career development.5.Implement evidence-based strategies to cultivate student interest and engagement in language learning in the AI era.项目日程JULY 14• Arriving in Hong Kong• Hotel check-inJULY 15 AM• Welcome by the Vice President of HKU• Campus tour• Issues and challenges in language teaching in the era of generative AIJULY 15 PM• Advancing scholarship of teaching and learning in higher educationJULY 16 AM• Advancing scholarship of teaching and learning in higher educationJULY 16 PM• A visit to CUHK• Fostering student engagement and motivation in the context of rapidly evolving technological landscapesJULY 17 AM• Designing a communication-intensive language course• Multimodality in technology-supported L2 educationJULY 17 PM• Collaborative research-teaching nexus project presentations (in groups)• Award ceremony & closing remarksJULY 18• Returning home*We are committed to delivering the sessions in in-person delivery mode as detailed in the programme rundown; however, please be aware that adjustments (e.g. shifting to online mode, changes in the speakers / topics) may occur due to unexpected circumstances.教学团队Dr. Jannie RoedDr. Jannie Roed is the Director of the Teaching and Learning Innovation Centre (TALIC) at the University of Hong Kong (HKU). With a distinguished career spanning the UK and Hong Kong, Jannie brings extensive expertise in university teachers’ professional development, leadership, teaching development, and mentorship.She is the coordinator of the HKU AdvanceHE Fellowship Scheme (formerly the Higher Education Academy). She currently also directs the Postgraduate Certificate in Academic Practice, driving excellence in academic practice and educator development. She oversees the professional development of university teachers at the university level.Prof. Lily Min ZengProf. Lily Zeng is an Assistant Professor at the Teaching and Learning Innovation Centre (TALIC) and Faculty of Education at the University of Hong Kong (HKU). She had taken on leadership roles in coordinating and delivering key professional development programmes at HKU and created a widely acclaimed MOOC on university teaching, which has been translated into 22 languages.At TALIC, her current roles mainly include teaching in the Postgraduate Certificate programme for HKU teachers and overseeing the Senior Fellowship category within HKU AHE Fellowship Scheme. Her recent research interests and publications focus on the professional development of university teachers, the learning experiences of students in higher education, and adaptive learning.Prof. Lianjiang JiangProf. Lianjiang Jiang (George) is an Assistant Professor of language and literacy education at the Faculty of Education, The University of Hong Kong.He is Deputy Director of the Consortium for Research on Language Policy and Practice (CRLPP) at HKU.His expertise is in multimodality and multiliteracies, with a focus on digital multimodal composing, multimodal assessment / feedback, and digital pedagogies. He works extensively on digital multimodal composing as a valid literacy activity in second language classrooms.He is also the creator of the genre-based model to evaluate digital multimodal composing.He is the Principal Investigator and Co-Principal Investigator of research grants funded by the Research Grants Council and Education Bureau in Hong Kong. He is an awardee of the Macao Humanities and Social Sciences Research Outstanding Achievement Award. He was listed in the World's Top 2% Most-cited Scientists by Stanford University Ranking. He was also listed as an HKU Scholar in the Top 1% by Clarivate Analytics.Dr. Carson Ka Shun HungDr. Carson Ka Shun Hung is a Lecturer and E-learning Technologist at the Teaching and Learning Innovation Centre (TALIC), The University of Hong Kong. He specialises in educational technology and generative AI integration in higher education.He has delivered AI workshops on GenAI toolkit applications, AI agent development with n8n, custom chatbot building, GenAI-enhanced pedagogy design, and discipline-specific GenAI implementation in teaching, learning and assessment. He has led TDG introduction sessions and walk-in clinics for Generative AI innovation projects. He supports technology-enhanced learning initiatives and provides pedagogical guidance for academics across faculties.Prof. Ronnel B. KingProf. Ronnel B. King is an Associate Professor in the Faculty of Education, The Chinese University of Hong Kong, where he leads the Positive Psychology and Education Lab. His research focuses on the factors that underpin motivation, socio-emotional learning, and well-being. He is also keen on leveraging positive psychology / education interventions to enhance these optimal states.He has published more than 250 journal articles on these topics in the top-ranked journals in educational psychology. He is recognised as one of the most prolific educational psychology researchers in Asia and globally, and his citations are at the top 0.05% in the field. He is currently Associate Editor of the British Journal of Educational Psychology, Psychology in the Schools, and The Asia-Pacific Education Researcher. He will lead his team to contribute to this programme.Dr. Michelle RaquelDr. Michelle Raquel is a Senior Lecturer at HKU's Centre for Applied English Studies, holding a PhD in Education and bringing over 20 years of higher education experience. Her pedagogical expertise centres on curriculum design, communication skills integration, and English for specific purposes. As Project Leader of HKU's Communication-intensive Courses initiative since 2018, she leads a university-wide effort to embed communication competencies across the curriculum, building faculty capacity and communities of practice.She has designed multiple English disciplinary courses, chaired the CAES Teaching and Learning Quality Committee, and was part of the team that launched the Writing Across the Curriculum programme at HK Polytechnic University. She also has over 15 years of project management experience across large-scale inter-institutional initiatives and has secured over HKD 20 million in competitive grants. Her scholarship explores innovative pedagogies, diagnostic and classroom-based assessment, and ESP testing. She co-edited Routledge's Quantitative Data Analysis for Language Assessment Volumes I and II.*Additional experts who will be involved will be announced once their time slots are confirmed.合作院校介绍在中国香港您可感受:l 世界先进高等教育环境的熏陶l 多元文化的社会交流l 真实英语环境的浸泡l 宜居宽容的城市氛围l 美丽清洁的自然环境l 高效有序的社会运行机制香港大学l 2026年QS排名全球第11位,较上年提升6位l 多学科跻身全球前列,科研水平卓越,教育学长期稳居世界前5l 教学体系接轨全球,学术环境包容多样l 校园环境雅致,地理位置优越,毗邻香港岛核心区TALICThe Teaching and Learning Innovation Centre (TALIC) is a central teaching and learning centre at the University of Hong Kong.It serves as a distinguished resource hub dedicated to advancing best practices in higher education on local, regional, and global scales. With a vision to set the benchmark for teaching excellence, the centre works collaboratively with educators across disciplines and universities, fosters a community of practice among teachers, and encourages evidence-based approaches.Aligned with the University's strategic objectives, it is committed to enhancing the quality of the student learning experience through holistic and innovative solutions, showcasing innovative teaching methodologies and the scholarship of teaching and learning worldwide, providing professional development tailored for university teachers at early and mid-career stages, and offering consultations for teachers to address diverse educational needs.The centre proudly hosts the first accredited AdvanceHE Fellowship scheme in Hong Kong and a highly-rated MOOC on university teaching available on Coursera.

2026年中国社会语言学夏日书院

二、研修内容1、数据赋能与数字语境下的当代社会语言学创新数字社会全面重塑语言使用场景与研究范式,为语言研究带来新理论和新方法。本届夏日书院聚焦数据驱动语言学、语料库话语研究、语言经济学、数字交际研究四大核心模块,立足实证研究方法,融合语言学、经济学、传播学跨学科视野。聚焦语料库实操、数据量化分析、语言价值建构、线上交际语言生态等前沿议题,解析当下语言生活新形态。助力研修学员更新研究工具、拓宽学术边界,夯实实证研究能力,把握社会语言学数字化、综合化发展新趋势。每个授课模块均包含理论与方法讲解、具体研究案例的展示与分析,帮助学员建立相关领域的基本分析思维、了解选题和研究方法。2、从日常观察到研究:研究建构原则与方法不少人善于发现有趣的语言现象,但欠缺研究设计与问题建构能力。本课程立足学员真实困惑,聚焦核心痛点,指导学员如何将日常关注、个人感兴趣的社会语言现象,转化为规范可行、具备学术价值的研究问题,并做出切实可行的研究方案。授课专家将系统拆解研究建构完整流程与底层原理,围绕现象提炼、概念界定、问题聚焦、路径规划、方法匹配等关键环节展开讲授。结合真实案例剖析、实操引导与互动答疑,帮助学员建立规范研究思维,掌握研究设计能力。三、研修日程DAY 1(7月15日)14:00~20:00 学员报到DAY 2(7月16日)08:30~08:45 开班式08:45~11:45 数据驱动语言学(复旦大学 刘海涛教授)14:30~17:30 语言经济学研究(山东大学 张卫国教授)19:00~21:00 从日常观察到研究:研究构建原则与方法(上海外国语大学 赵蓉晖教授)DAY 3(7月17日)08:30~11:30 基于语料库的话语研究(上海外国语大学 胡开宝教授)14:30~17:30 数字交际研究(四川外国语大学 赵永峰教授)19:00~21:00 学术期刊主编论坛DAY 4(7月18日)学员返程或参加第十六届中国社会语言学国际学术研讨会*研修日程最终以主办提供的会务手册为准。四、授课专家及课程(按授课先后排序)1、刘海涛《数据驱动语言学》主讲专家简介:刘海涛,复旦大学文科资深教授,外文学院博导。教育部“长江学者”特聘教授,国务院政府特殊津贴专家,国家社科基金重大项目首席专家。主要研究方向:数据驱动语言学、计算认知科学、数字人文、语言规划。《中国社会科学》等多种学术出版物编委会成员。在《中国社会科学》《科学通报》《中国语文》《外语教学与研究》等国内外近百种文、理、工出版物用多种语言发表过涉及数十种人类语言的文章450余篇。连续12年入选爱思唯尔“中国高被引学者”榜单。10多项研究成果获得教育部或省级优秀社科奖。课程简介:课程将系统阐释如何从真实语言数据中发现语言系统的概率性规律。课程将围绕索绪尔提出的“线条性”和“系统性”两大基点展开,向研修学员介绍一种不同于传统思辨式研究的数理实证方法。刘海涛教授将为研修学员深入剖析从大规模真实语料(依存树库为主)中挖掘数据,再到运用数据建构模型和研究变量(如词频、依存句法关系等),并最终揭示语言结构、认知机理与演化规律的完整研究路径。2、张卫国《语言经济学研究》主讲专家简介:张卫国,山东大学经济研究院教授、博士生导师,山东大学语言经济研究中心主任,是国内语言经济学领域的核心学者和领军人物之一。兼任美国哥伦比亚大学国际外语教师教育中心与上海外国语大学中国外语战略研究中心客座研究员。已在《经济研究》《世界汉语教学》《语言教学与研究》、《语言战略研究》、Technology in Society、Language Problems and Language Planning、Language Policy 等国内外经济学、语言学权威和重要期刊,以及《人民日报》《光明日报》《中国社会科学报》等重要报纸上发表论文70余篇,多篇论文被《新华文摘》《中国社会科学文摘》、《高等学校文科学术文摘》及人大复印资料等全文转载,国际语言政策与规划权威工具书The Routledge Handbook of Language Policy and Planning唯一的中国学者贡献者;主持国家社科基金、国家语委重大科研项目、教育部国际中文教育研究课题重大项目、教育部人文社科研究基金、山东省自然科学基金等项目课题十余项;科研成果获得全国优秀博士学位论文提名论文(2010) 、山东省优秀博士学位论文(2009)、山东省社会科学优秀成果二等奖等荣誉和奖励。《语言的经济学分析:一个基本框架》等著作在学界产生了重要影响,其博士论文是国内首篇系统建构语言经济学理论体系的博士论文。课程简介:语言与经济的关联在日常语言生活中屡见不鲜,但如何将这种现象转变为系统的学术研究,构建具有解释力的分析框架?本模块将系统介绍语言经济学的理论源流与核心命题,帮助研修学员从经济学的眼光重新认识语言的功能与价值。课程围绕三个基本命题展开:语言能力是一种人力资本,官方语言是一种公共产品,社会语言是一种制度。张卫国教授将带领研修学员探讨语言技能与劳动收入的关系、语言政策和规划的经济学分析、国际中文教育的经贸效果、语言与制度经济学的互动等前沿话题。3、赵蓉晖《从日常观察到研究:研究建构原则与方法》主讲专家简介:赵蓉晖,上海外国语大学教授、博士生导师,教育部“新世纪优秀人才”,上海领军人才,教育部哲学社会科学重大攻关项目首席专家。长期致力于社会语言学、语言政策与语言教育、语言及语言学史研究,主张“立足世界看语言,透过语言看世界”。现任国家语委科研基地暨国家语言文字智库中国外语战略研究中心执行主任、中国语言学会社会语言学分会会长、中国语言学会语言政策与语言规划专业委员会副会长等。主持国家社科基金项目等近29项。在《中国社会科学》等国内外期刊、报纸发表论文140余篇,出版著作28部,获上海市哲学社会科学优秀成果奖、上海市优秀教学成果奖等。正在主编《世界语言生活状况报告》《中国社会语言学》和“语言政策与语言教育”等多个学术丛书。课程简介:很多研究者会感觉到,日常生活中的语言现象看似有趣,却常常不知如何将其转化为可操作、有深度的研究课题。本模块立足学员的真实困惑,聚焦这一普遍而关键的学术“痛点”。赵蓉晖教授将系统拆解从“日常观察”到“规范研究”的整体建构过程,从现象提炼与问题意识的萌发,到概念界定与文献对话,再到研究焦点的逐步聚焦、研究路径的规划以及具体方法的选择与匹配,逐一讲解背后的原理与操作要点。课程将结合大量真实案例进行剖析,涵盖社会语言学多个经典和新兴话题,通过对比“原始困惑”与“成型设计”,让学员直观感受到研究问题逐步精准化的过程。同时设置实操引导与互动答疑环节,帮助学员破解选题宽泛、问题模糊、逻辑链断裂等常见难题。本模块旨在帮助学员建立规范的研究思维,掌握一套可直接落地、经得起学术检验的研究设计能力,提升中青年学者的核心竞争力。4、胡开宝《基于语料库的话语研究》主讲专家简介:胡开宝,上海外国语大学教授、博士生导师,教育部“长江学者”特聘教授,国家社科基金重大项目首席专家,教育部黄大年式教师团队负责人。现任上海外国语大学校长助理、语言科学研究院院长,兼任中国翻译协会常务理事、中国英汉语比较研究会常务理事暨外语学科发展研究专业委员会主任、上海市科技翻译学会会长等职。深耕语料库翻译学、话语研究领域,累计承担各类课题30余项。在Babel、Perspective、Meta及《外语教学与研究》《外国语》《中国翻译》等中外权威期刊发表论文百余篇,出版《语料库翻译学概论》《语料库翻译学》《语料库批评翻译学概论》等学术著作十余部。曾获教育部高等学校科学研究优秀成果奖、上海市哲学社会科学优秀成果奖等。同时担任国际期刊Corpus-based Studies across Humanities主编,以及 Routledge、Springer等多家国际出版社学术系列丛书主编。课程简介:本课程聚焦基于语料库的话语研究方法论,从基础概念入手,系统介绍语料库建设的基本原理和语料分析的操作方法。胡开宝教授将梳理基于语料库的话语研究的主要议题,涵盖语体特征研究、话语比较研究、批评话语分析视域下的话语研究等核心领域,并结合丰富的研究案例,特别是二十余个中国外交核心术语在海外主流媒体中的传播分析,展示如何运用语料库技术实现话语特征的量化分析与趋势发现。课程将围绕以下实操环节展开:如何提出基于语料库的研究设计、如何实现语料的标注与检索、如何在具体研究案例中开展数据分析和归因分析。通过原理讲授与案例剖析相结合的方式,帮助研修学员系统掌握语料库话语研究的基本路径,学习运用语料库技术开展话语研究的实际操作方法。5、赵永峰《数字交际研究》主讲专家简介:赵永峰,四川外国语大学副校长,外国语言学及应用语言学专业、英语语言文学(英语语言理论与应用方向)教授、博士生导师、博士后合作导师,国家级重大人才工程青年学者、重庆市“巴渝学者计划”特聘教授(2024),四川外国语大学嘉陵优秀人才,中国语言学会社会语言学分会副会长,重庆市外文学会副会长,中国英汉语比较研究会中西语言哲学专业委员会副会长,华夏文化促进会体认语言学专委会副会长。主要研究领域为认知语言学、认知社会语言学、语用学、政治话语分析和语言哲学。主持完成国家社科基金项目1项和多项省级教学科研项目,在《外语教学与研究》《现代外语》、Pragmatics and Society等刊物发表论文40余篇;获各类教学科研奖项10余项,其中2022年获重庆市教学成果奖三等奖,2023年获国家级教学成果二等奖(第一完成人)。课程简介:数字技术已全面嵌入当代人际交往,线上聊天、社交媒体、虚拟社群等场景不断催生新的语言变体与交际模式,也对传统社会语言学的分析框架提出了挑战。本课程立足赵永峰教授在认知社会语言学领域长期积累的研究经验,将认知语言学与社会语言学的基本方法融合,系统阐释如何在数字语境中开展交际研究。课程将首先辨析数字交际的基本特征及其与传统面对面交际的本质差异,进而介绍数字话语的收集、标注与分析路径。在此基础上,赵教授将结合具体研究案例,探讨线上身份建构、网络语言的认知机制以及数字文本中的立场表达等前沿问题,帮助学员建立一套适合数字时代的社会语言学研究视角。课程注重理论与实操结合,旨在为研修学员在数字语境中发现研究选题、选择研究方法提供可直接借鉴的分析工具和思路。

AI时代外国文学研究方法与学术创新系列研修课程(第一期)

03.研修日程时间:2026年7月28日至7月29日形式:线上研修(腾讯会议)*研修须知等相关文件将于报名后一周内发送至邮箱,请注意查收。最终日程以开班前发放的研修手册为准。第一天(7月28日)08:30—08:40 开班式08:40—10:10 虞建华(上海外国语大学)10:20—11:50 查明建(上海外国语大学)14:00—15:30 李锋(中国海洋大学)15:40—17:10 陈广兴(上海外国语大学)第二天(7月29日)08:40—10:10 杨金才(南京大学)10:20—11:50 张和龙(上海外国语大学)14:00—15:30 尚必武(上海交通大学)15:40—17:10 张曼(上海外国语大学)04.主讲专家(以姓氏拼音为序)陈广兴:文学博士,上海外国语大学文学研究院研究员、博士生导师,《英美文学研究论丛》编辑部主任,美国科罗拉多大学英语学院访问学者。主要研究方向为文学理论、美国当代小说、西方马克思主义等。在《外国文学研究》《外国文学评论》《当代外国文学》《中国比较文学》等期刊及报纸上发表论文近50篇,出版专著2部、译著8部,主持和参与国家级、省部级项目多项。李锋:中国海洋大学外国语学院教授、博士生导师、博士后合作导师,《中国外语研究》副主编,郑州大学英美文学研究中心兼职研究员,曾任职于上海财经大学外国语学院(副院长、校研究生教指委委员),哥伦比亚大学英语系(富布赖特研究学者),上海外国语大学(教授、博士生导师、校科研与学术伦理委员会委员)。李锋教授重点关注英美或然历史小说、穿越小说、犹太大屠杀叙事等,共主持国家社科基金项目3项,出版《20世纪美国文学中的经济背景与商业文化》《不曾发生的历史:当代美国或然历史小说研究》等专著和《后现代主义诗学》《巨匠与杰作》等译著。尚必武:上海交通大学特聘教授,教育部“重大人才工程计划”特聘教授,欧洲科学院外籍院士,博士生导师,外国语学院院长, Frontiers of Narrative Studies (ESCI)主编,English Studies (A&HCI) 副主编, Narrative Studies across Humanities (Springer)丛书主编,Arcadia (A&HCI), InterdisciplinaryStudies of Literature (A&HCI), Kritika Kultura (A&HCI),《外国文学研究》《中国比较文学》《当代外语研究》等国内外期刊编委,国家社科基金重大项目首席专家。主要从事英美文学、叙事学、文学伦理学批评等领域的研究,出版专著四部,在《文学评论》《外国文学研究》《文艺理论研究》、Philosophy and Literature, Journal of Narrative Theory, Critique:Studies in Contemporary Fiction等刊物发表A&HCI、CSSCI论文百余篇,研究成果先后荣获教育部高等学校人文社科优秀科研成果奖二等奖、三等奖、上海市哲学社会科学优秀成果奖一等奖、二等奖等。杨金才:南京大学教授、博士生导师,《当代外国文学》主编,国家级人才项目特聘教授。先后主持国家社科基金重大项目、重点项目、一般项目、教育部人文社科规划项目等多项,在国内外学术刊物发表论文200余篇,出版专著5部,教育部国家级规划教材4部,编、译著14部和其他教材多部。曾获中国高校人文社会科学研究优秀成果二等奖、江苏省哲学社会科学优秀成果一等奖、国家级教学成果一等奖和二等奖、宝钢优秀教师奖等。主要兼职包括国务院学科评议组成员、全国美国文学研究会会长、中国外国文学学会副会长、中美比较文化研究分会副会长、英语文学研究分会副会长、江苏省外国文学学会会长等。虞建华:上海外国语大学教授,博士生导师。曾任上海外国语大学英语二系主任、法学院院长、语言文学研究所所长及文学研究院院长,曾任全国高校外语专业教学指导委员会委员、中国外国文学学会英语文学研究分会会长、中国英汉比较研究会副会长、全国美国文学研究会常务理事、上海市突出贡献专家协会常务理事、上海作家协会会员、上海翻译家协会会员、国内核心刊物《英美文学研究论丛》创刊主编、名誉主编及《外国语》《译林》《中南大学学报》《外语与翻译》《英语研究》等杂志的编委。曾担任上海外语教育出版社西方文论丛书编委、博学文库编委。主持国家社科重点项目“美国历史‘非常’事件的小说再现和意识形态批判”、国家社科后期资助项目“美国文学大辞典”和省部级项目5项,其中《美国文学大辞典》获教育部哲学社会科学优秀成果一等奖;参与国家社科重大项目2项成果的撰写。查明建:博士,教授,博士生导师,美国哈佛大学富布莱特高级研究学者,曾任上海外国语大学科研处副处长、文学研究院副院长、英语学院院长、研究生部主任、副校长等。主要研究方向为比较文学理论、翻译文学研究、中外文学关系研究。著作有《中国现代翻译文学史(1898-1949)》(合著)、《中国20世纪外国文学翻译史(1898—2000》(上、下卷)(合著)、《一苇杭之:查明建教授讲比较文学与翻译研究》等,译著有《比较文学批评导论》《什么是世界文学》《非洲短篇小说选集》等。张和龙:上海外国语大学文学研究院教授,博士生导师/博士后导师,英美文学研究中心主任,《英美文学研究论丛》执行主编,英国文学学会副会长,上海市外国文学学会秘书长、常务理事,上海翻译家协会理事,中美比较文化研究会理事。曾任上外法学院副院长、法学院副院长(主持工作)、文学研究院副院长等职。2002-2003年英国剑桥大学英文系访问学者,2010-2011年美国耶鲁大学英文系富布赖特访问学者。2007年获教育部直属院校宝钢优秀教师奖。张曼:上海外国语大学教授、文学博士,《中国比较文学》杂志编审。美国德州大学、哈佛大学高级访问学者。主要研究方向为翻译文学、中外文学关系、比较文学理论。出版专著:《老舍中外文学关系研究》《老舍翻译与其作品英译研究》《中国俄罗斯文学研究史论》(合著)、《新中国外国文学研究60年》(合著)、《国外汉学史》(合著);译著《非洲短篇小说选》。

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